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March 19, 2026British Educational Research JournalOpen Access

Framing National Education in Hong Kong: A frame analysis of power dynamics in stakeholders' competing narratives

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Authors

JLJason Cong Lin

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Overview

This article examines how national education narratives compete in Hong Kong, revealing power dynamics and implications for citizenship.

Key Points

  • The article investigates the contested nature of national education narratives in Hong Kong, focusing on power dynamics among different stakeholders.
  • Conducted inductive frame analysis on 319 news articles from five media outlets (2020-2025)
  • Identified diagnostic, prognostic, and motivational frames across nine stakeholder groups
  • Analyzed the framing strategies used by state and non-state actors
  • Found that government frames dominate media coverage, influencing the boundaries of acceptable debate
  • Identified non-state actors' adaptations like strategic compliance and coded dissent
  • Noted a shift in critique visibility, notably significant from 2020 to 2022, followed by a focus on pragmatic implementation

Cite This Study

Jason Cong Lin (2026) studied this question.

synapsesocial.com/papers/69bb929b496e729e62980165https://doi.org/10.1002/berj.70149
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